The United States is experiencing a significant demographic transformation, where Latina women are stepping into influential leadership roles throughout PK–20 education. This presentation focuses on Latina leadership within the broader context of a society moving toward a Latino majority, expected by 2050. The research uses a systematic review methodology to draw from U.S. Census demographic data, national education statistics, and over 45 peer-reviewed journal articles. The review follows a three-phase process: the first phase is data collection and selection based on relevance to Latina leadership and educational equity. The second phase focuses on the thematic coding and analysis of the literature to identify recurring barriers, strategies, and outcomes related to to this population. Lastly, the third phase synthesizes the findings to highlight evidence-based practices that improve learning environments. This multi-source analysis ensures that conclusions are grounded in both quantitative trends and qualitative insights.

The study analyzes how Latina educators confront systemic inequities, implement culturally sustaining practices, and reshape educational institutions through leadership grounded in familismo (family-centered responsibility), personalismo (valuing personal relationships, trust, and respect), and comunidad (commitment to collective well-being and mutual support). Results show that these leaders advance equity by fostering student belonging, increasing engagement among historically marginalized learners, and integrating culturally relevant pedagogy into curriculum design.

While the focus is on the U.S., the findings have broader implications. Many of the structural barriers faced by Latina leaders, such as gender bias, underrepresentation in leadership, and inequitable resource allocation, are mirrored in educational systems worldwide. This research will be part of the ongoing global discussions on gender and equality in education by offering leadership models that can be adapted across diverse cultural and national contexts to improve educational access, representation, and student success.

The forthcoming phenomenological study, informed by these findings, will document the lived experiences of Latina leaders across educational settings. This work underscores that Latina leadership is essential for equity in the U.S. and a globally relevant framework for building inclusive, responsive, and transformative learning environments.

Keywords: Latina, Leadership, familismo, comunidad, grounded research, systemic review, phenomenology, education